Topic:Ratiosand Proportions Teacher: Genre:Math GradeLevel:6thgrade Unit:Ratios&Proportions Duration: EssentialQuestion (Domain1:PlanningandPreparation‐Component1c:DesigningCoherentInstruction) ● How do you recognize and represent proportional relationships between quantities. BackgroundKnowledge Background Summary: Students will be introduced to gears as a simple machine and learn how to
solve ratios and proportions from the use of the gears. Students will understand the proportional
relationship between different size gears and how it affects the distance their robots will travel. ● Lesson Objective: ● Students will be able to identify proportional relationship and gear ratios. ● Students will be able to understand the proportional relationship between gear sizes and how it
affects the distance the robots travel.
● Students will identify proportional relationships in a real world scenario . Standards (Domain1:PlanningandPreparation‐Component1a:DemonstratingKnowledgeofContentand
Pedagogy) Connection to Common Core Math Standards ●
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6.RP.A.1 - Using proper language to describe ratios. 6.RP.A.2 - Understanding a unit rate.
6.RP.A 3.A - Make tables of equivalent ratios relating quantities with whole-:) number
measurements, find missing values in the tables, and plot the pairs of values on the coordinate
plane. Use tables to compare ratios.
6.RP.A.3.D - Using units properly
7.RP.A.1 - Computing unit rates of fractions
7.RP.A.2 - Recognize and represent proportional relationships between quantities.
7.RP.A.2.B - Identify the constant of proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional relationships.
7.RP.A.2.C - Represent proportional relationships by equations.
7.RP.A.2.D - Explain what a point (x, y) on the graph of a proportional relationship means in terms
of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate
Vocabulary (DomainI:PlanningandPreparation‐
Component1e:Demonstrating
KnowledgeofStudents.) PrepWork/Materials (Domain1PlanningandInstruction‐
Component1e:DesigningCoherent
Instruction,Domain3Instruction‐
Component3c:InstructionEngaging
StudentsinLearning) Ratios Proportions Proportional Relationship Unit Rate Distance Gear Speed Torque Ultrasonic sensor input output Simple Machine Unit rate Lego mindstorm kit and program Lego mindstorm robot with ultrasonic sensor notebook pencil video - Gear and wheels part 1 tape measure computer calculator SMART Board CrossCurricularConnection (DomainI:Planningand
Preparation‐Component1a:
DemonstratingKnowledgeof
ContentandPedagogy,
Component1b:
DemonstratingKnowledgeof
Students.) Math Science Technology Differentiation (DomainIPlanningandPreparation‐Component1e:DesigningCoherentInstruction,Domain3:Instruction‐
Component3b:UsingQuestionandDiscussiontechniquesDomain3:Instruction‐Component3c:Engaging
StudentsinLearning) ● Visual: video ● Auditory: Lecture and Class Discussions ● Verbal: Worksheets ● Kinesthetic: robot activities, active participation ● Students will be working in small groups 3-4 per groups
Procedure: (DomainIPlanningandPreparation‐Component1e:DesigningCoherent
Instruction,Domain3:Instruction‐Component3b:UsingQuestionandDiscussion
techniquesDomain3:Instruction‐Component3c:EngagingStudentsinLearning) Introduction: ● Teachers will have students read the scenario and discuss.
You are building a few difficult vehicles for different situations. You need to
decide which gear ratio works best for what you want the vehicle to do.
(different groups will receive different situations for their vehicles) ● Discussing Gear Ratio Activities (distance, speed, and torque)
expectations for students, and showing students the way these robots
work that are put together
● Students will watch a short video on Gears to gain understanding
and a visual perspective of ratios and proportions.
● https://www.youtube.com/watch?v=D_i3PJIYtuY watch first 5:39
● Students and teachers will discuss the video and how it was helpful.
● The teacher will explain the class robot activity to the students and
then the students will break up into groups.
(In groups of 3-4)
1. Using built robot, students need to start the gear ratio program.
2. Measure the distance traveled with a tape measure, and using the
ultrasonic meter on the robot. Put ultrasonic distance in a table
3. Change the gear ratio for both of the back wheels. (from 1-1 to 1-3,
etc)
4. Repeat steps 1-3 until all gear ratios have been tested. Make sure to
test each gear ratio more than once in case something goes wrong in data
collection.
Circulating and asking students to talk through their thinking as they
analyze data: *(In groups of 3-4) Analyzing their results through group discussion Writing down their analysis, discussing why they think the robot moved
differently with different gear ratios. Which ratio made the vehicle move the
farthest? What about the shortest distance? Why? What does this tell you
about gear ratios? Do you notice a pattern in the distance traveled and the
ratio? How is it related to the gear ratio? Facilitating a discussion about the data analysis for this activity. Asking
questions like: - What does this tell us about gear ratios? - Did your results fit with your predictions? Why or why not? - How are the different gear ratios related to the distances? StudentEngagement(Teacher
Assessment) Assessment(FormativeorSummative) (Domain1PlanningandInstruction‐Component1e:DesigningCoherent
Instruction,Domain3Instruction‐Component3c:EngagingStudentsinLearning,
Domain3Instruction‐Component3d:UsingAssessmentinInstruction) StudentEngagement(Teacher
Assessment) AdditionalResources Homework: http://www.depts.ttu.edu/tstem/curriculum/robotics/docs/gear_ratio_worksheet.pdf Video: https://www.youtube.com/watch?v=D_i3PJIYtuY Play first 5:39.